Communication Model for Knowledge Management and Skill Development for Students with Learning Disabilities at Surin Province

Abstract

This study is Communication Model for knowledge management and skill development for students with learning disabilities at Surin Province. The objectives were: (1) To develop a communication model for knowledge management aimed at enhancing the skills of students with learning disabilities in Surin Province. (2) To develop a learning kit for skill development tailored to students with learning disabilities in Surin Province. (3) To study the perceptions and practical applications by teachers, school directors, educational supervisors, and education personnel in Surin Province. The research process consists of three phases: Phase 1: Development of a Knowledge Management Communication Model. This phase involves collecting data through interviews, observations, and related documents. The data is synthesized using triangulation methods to construct a knowledge management communication model. Phase 2: Development of Learning Modules. The content is synthesized and creative learning materials are developed, including narrative articles, infographic illustrations, and videos. These materials are disseminated through knowledge exchange activities. Phase 3: Data Collection on Perception and Utilization Data is gathered from a sample group comprising 623 participants, including teachers, school principals, educational supervisors, and education personnel in Surin Province. Data collection is conducted using both closed-ended and open-ended questionnaires, with analysis through descriptive statistics, such as mean, standard deviation, and inferential statistics.

The results revealed that: Communication and Knowledge Management Model 3WCE for Developing Skills of Students with Learning Disabilities in Surin Province. The Development of a Learning Package for Skill Development of Students with Learning Disabilities in Surin Province. The process of communication for knowledge management in this study involved collecting and synthesizing data from various sources, including interviews with teachers, school administrators, parents, and students at Ban Nong Ka School in Surin Province, as well as relevant documents. The collected information was used to develop narrative articles, infographic illustrations, and videos by 3P (Pre-Pro-Post Production). The perceptions of knowledge management communication among 623 participants revealed the following: Perceptions from Media: The highest level of perception was achieved through video media, with a mean score of 4.57 (SD = 0.71). Perceptions of Practical Skill Instruction: Rank 1: Teachers demonstrated tasks repeatedly from start to finish, with a mean score of 4.89 (SD = 0.33). Perceptions of Student Skill Development Rank 1: Development of motor skills (e.g., coordination of body parts), with a mean score of 4.82 (SD = 0.44). Perceptions of Learning Factors for Students with Learning Disabilities: The highest-rated factor was the role of parents in skill development for students with learning disabilities, with a mean score of 4.78 (SD = 0.46). The perceptions of teachers, school principals, educational supervisors, and education personnel in Surin Province revealed statistically significant differences (p < 0.05) in their engagement with different types of materials: reading narrative articles, viewing infographic illustrations, and watching videos. Additionally, there were statistically significant differences (p < 0.05) in their understanding and perception of teaching practical skills based on Woodruff's model and the instructional methods for practical skills. This included detailed and clear demonstrations by teachers during instructional sessions. Teachers can apply training methods to enhance student learning, trust-building, and daily life skills. Creating a safe learning environment boosts student confidence and support, implementing support systems for students' emotional well-being and addressing at-risk behaviors. PLCs help teachers exchange ideas and improve their teaching methods. And Inclusive education and community engagement improve learning outcomes and create a safer school environment.